The purpose of this collaborative learning activity is a type of discussion acti

The purpose of this collaborative learning activity is a type of discussion activity which promotes higher-level thinking, communication skills, self-management and leadership skills.
There is a large body of research that suggests that when children experience exposure to violence in the home, this can lead to later violent behaviour and violent offending. Critically evaluate one of the key risk factors that contribute to this according to the developmental perspective, and one of the protective factors?
Critically evaluate key theories and research in forensic psychology.
Demonstrate an understanding of the varying psychological underpinnings in the criminal justice system.
Apply theoretical understanding of offending behaviour to applied settings:
Offending behaviour.
Management and treatment of offenders.
Explore developmental theories of criminal behaviour.
Consider the role of trauma and adverse childhood experiences (ACEs) in the development of offending behaviour.
Outline the role of risk and protective factors.
https://www.bps.org.uk/psychologist/understanding-experience-imprisonment
Recommended Reading:
Arthur, M. W., Hawkins, J. D., Pollard, J. A., Catalano, R. F., & Baglioni, A. J. (2002). Measuring risk and protective factors for use, delinquency, and other adolescent problem behaviors. Evaluation Review, 26(6), 575-601.
Craig, J. M., Piquero, A. R., Farrington, D. P., & Ttofi, M. M. (2017). A little early risk goes a long bad way: Adverse childhood experiences and life-course offending in the Cambridge study. Journal of Criminal Justice, 53, 34-45.
Howitt, D. (2022). Chapter 5: Theories of crime. In D. Howitt, Introduction to Forensic and Criminal Psychology (7th Ed). London: Pearson Education Limited.
Howitt, D. (2022). Chapter 6: Juvenile offenders and beyond. In D. Howitt, Introduction to Forensic and Criminal Psychology (7th Ed). London: Pearson Education Limited.
Barnes, J. C. (2013). Analyzing the origins of life-course-persistent offending: A consideration of environmental and genetic influences. Criminal Justice and Behavior, 40(5), 519-540.
Beckley, A. L., Caspi, A., Arseneault, L., Barnes, J. C., Fisher, H. L., Harrington, H., Houts, R., Morgan, N., Odgers, C. L., Wertz, J., & Moffitt, T. E. (2018). The Developmental Nature of the Victim-Offender Overlap. Journal of Developmental and Life-Course Criminology, 4(1), 24.
Fougere, A., & Daffern, M. (2011). Resilience in young offenders. The International Journal of Forensic Mental Health, 10(3), 244-253.
Fox, B. H., Perez, N., Cass, E., Baglivio, M. T., & Epps, N. (2015). Trauma changes everything: Examining the relationship between adverse childhood experiences and serious, violent and chronic juvenile offenders. Child Abuse & Neglect, 46, 163-173.
McCuish, E. C., & Lussier, P. (2017). Unfinished stories: From juvenile sex offenders to juvenile sex offending through a developmental life course perspective. Aggression and Violent Behavior, 37, 71-82.
Rhee, S. H., & Waldman, I. D. (2002). Genetic and environmental influences on antisocial behavior: A meta-analysis of twin and adoption studies. Psychological Bulletin, 128(3), 490-529.